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In beta: Experiments in physiotherapy education
51 minutes | Apr 1, 2021
#22 – English language dominance of the profession
In this episode Ben and Michael speak to Shaun Cleaver about the idea that English is taking over as the default language, not only of communication between people of different cultures, but also as the language of knowledge generation and dissemination. We talk about why this might be a problem, and how we might start thinking about solutions.
40 minutes | Sep 13, 2020
#21: Placements – Innovation from a crisis (Unconference 2020)
In this guided reflection, Jane Ashbrook and Beatriz Martinez consider the impact of the Covid-19 pandemic on student physiotherapy placement provision. They speak to academic staff and students about some of their challenges and experiences and invite the listener to reflect on how their own programmes and clinical placements have been affected. This episode forms part of the In Beta Unconference 2020 guided reflection series.
57 minutes | Sep 13, 2020
#20: Decolonising physiotherapy education (Unconference 2020)
In this guided reflection, Shaun Cleaver invites the listener to consider how the issues of colonisation and imperialism significantly shapes the possibilities for individuals and groups, while also being difficult to locate. The episode relies primarily on narrative, with emphasis on personal perspectives of societal and structural phenomena. Increasingly, through the podcast sections, the content threads connections to the physiotherapy profession in general and physiotherapy education specifically. This episode forms part of the In Beta Unconference 2020 guided reflection series.
66 minutes | Sep 13, 2020
#19: Environmental physiotherapy education (Unconference 2020)
In this guided reflection, Filip Maric invites you to consider how environmental degradation, climate change, biodiversity loss, and the pollution of land, water and air are now widely recognised as the largest threats to human health and flourishing around the world. As health professions and students are now increasingly mobilising around topics pertaining to planetary health and environmental sustainability, there are growing efforts to embed these topics in healthcare professional education with a view to changing practice. This episode forms part of the In Beta Unconference 2020 guided reflection series.
50 minutes | Sep 13, 2020
#18: Covid-19 – Where to from here? (Unconference 2020)
In this guided reflection, Ben and Michael use the Crisis-Response framework to guide a conversation around how we've not only responded to the Covid-19 pandemic but how we might think about moving forward beyond it. They reflect on the need to ask which of the changes that have been introduced into physiotherapy education as a result of emergency remote teaching are useful and deserve consideration as permanent aspects of our training, and which were temporary solutions that can come to an end. This episode forms part of the In Beta Unconference 2020 guided reflection series.
52 minutes | Jun 8, 2020
#17: Student exchange to Oslo
In this episode Michael and Ben sit down with a group of undergraduate students participating in an exchange programme between Oslo Metropolitan University in Norway and the University of the Western Cape in South Africa. The student and staff exchange was part of a two-year funded research project linked to internationalisation.
62 minutes | Apr 21, 2020
#16: Low-tech remote teaching and learning
In this episode Ben and Michael discus a set of principles that educators should consider when designing educational interventions as part of the mass move towards remote teaching and learning.
59 minutes | Apr 9, 2020
#15: Assessing practical skills remotely
This is the second episode in a short series of conversations around how physiotherapy educators might adapt to the sudden requirement to run the programme fully online as a result of the global Covid-19 pandemic. In this episode we discuss different experiences and ideas about how educators might consider assessing practical skills remotely.
53 minutes | Mar 30, 2020
#14: Teaching practical skills remotely
In this episode we're joined by almost 60 physiotherapists from around the world to share and discuss ideas around remote teaching of practical skills as part of the undergraduate programme.
47 minutes | Oct 6, 2019
#13: Reflections on WCPT and the Unposter
In this episode Ben and I talk about our experiences at WCPT, as well as the massive success of the Unposter and what this means for the future of conferences. This discussion represents another example of how simply having an in-depth conversation about a topic has changed my thinking around it.
61 minutes | Mar 25, 2019
#11: Critical thinking
In this episode, Guillaume Christe, Michael Rowe, Ken Chance-Larsen and Ben Ellis discuss what we mean by critical thinking, its relevance in physiotherapy education and their experiences of teaching critical thinking in physiotherapy programmes.
77 minutes | Mar 4, 2019
#10: Narrative reasoning
Narrative reasoning is the capability to apprehend and understand patients` “stories”, illness experiences, meaning perspectives, contexts, beliefs and cultures. An ability to recognize, interpret and be moved to action by an individual's story of illness is a key attribute in person-centred practice. However students and novice professionals often find it difficult to engage in narrative forms of reasoning and collaborative models of practice, focusing instead on biomedical aspects.
70 minutes | Feb 13, 2019
#9: Ask me anything 01
In this episode we talked about whether assessments and teacher-student relationship are even necessary (turns out that they are), whether teaching should be fun (as usual, it depends), whether spending less time on social media is necessary (possibly, but maybe it's just that our self-control is lacking), and what our best teaching moments in 2018 were.
75 minutes | Sep 5, 2018
#8: Classroom-based assessment
In this episode, we had a relatively free-flowing conversation on the issues of classroom-based assessment. We wanted to get into the specifics of the essays, MCQ tests, reflections and other theory-type papers that students write as part of their curricular work. Of course, we recognise that there is no real distinction between "university" and "clinical" assessment in practice but we wanted to specifically discuss the kinds of assessment tasks that lecturers typically set for students in the classroom.
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